Beyond the School Setting: Language Teachers and Tensions of Everyday Life

Autor/in	Nguyen, Chinh Duc
Titel	Beyond the School Setting: Language Teachers and Tensions of Everyday Life
Quelle	In: Teachers and Teaching: Theory and Practice, 23 (2017) 7, S.766-780 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nguyen, Chinh Duc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2016.1276054
Schlagwörter	Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Interviews; Teacher Attitudes; Elementary School Teachers; Teacher Salaries; Living Standards; Tutoring; Language Usage; Cultural Differences; Vietnamese People; Foreign Countries; Family Work Relationship; Personal Narratives; Stress Variables; Qualitative Research + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Interviewing; Interviewtechnik; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerbesoldung; Lehrervergütung; Lebensstandard; Förderkonzept; Nachhilfeunterricht; Sprachgebrauch; Kultureller Unterschied; Ausland; Erlebniserzählung; Qualitative Forschung
Abstract	As an emergent theme in educational research, examination of the lives and careers of teachers reveals a wide range of educational factors occurring in many different contexts. Despite the relationship between teaching and life outside school, research studies have been inclined towards the working aspects of teachers' lives. Rather than following the predominant model in the research literature, this study focused on teachers' lives in the broader sense exploring the life tensions faced by teachers of English language in Vietnamese primary schools. Drawing on narrative inquiry as a research approach, data were collected from interviews conducted with six participating teachers. The findings indicated that the participants, similar to the majority of Vietnamese teachers, were involved in struggles over living conditions. As a result of the low pay they received for their teaching jobs, they engaged in private tutoring to bolster their income to adequately support themselves and their family. As language teachers, the participants used the English language for access to other cultures but they lived under pressures caused by cultural differences. Along with depicting the lives of Vietnamese teachers, the study offers suggestions to education leaders and educational researchers on how the situation might be alleviated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01